
Class __£_i2X. 
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COPYRIGHT DEPOSIT 



'cThinoe that a^^l•c6e the car avc lost anb bic in one short hour, 
But that which strihcs the e\:e lives lono upon the niinb." 




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LIBRARY of CONGRESS 
Two CoDles Received 

OCT 31 ^908 

Copyriitnt Entry 

cAsS <X XXC, No, 

COPY 3. 



COPYRIGHT, ions 

BY 
The Dixon-IIansux Company 



Foreword 

This work is not dt'sigiuHl to siip[)l;uit I lie i-cgulur texts 
on history, but to supplenieiit all of them and to present 
historical facts in the best possible way. 

It correlates the important events of our country's 
history in such a way as to fix them dehnitely in the mind. 

It associates ideas, so that in remembering one we recall 
others. 

It classifies and organizes historical facts, bringing out 
the logical relations, so that the information becomes 
significant and harmonious. 

It illustrates epochs and events, forming a fixed mental 
picture, and makes the eye assist the memory. 

This association of ideas is memory's strongest sup- 
port; this illustrati^"e teaching is in keeping with the spirit 
of the times; this correlative work is in accord with modern 
methods. 

History studied in this manner becomes an inspiration 
to the ])upils, and in contrast to the text-taught pupils 
they will readily remember tlie interesting facts of our 
nation's history and can locate definitely all important 
events of our countiw's progress. 

The hundreds of (juestions suggested by the illustrations 
will keep the pupils busy and the answers will form a basis 
for a thorough understanding of the subject. 

The pen sketch is not supposed to contain the information 
to answer the questions so much as to suggest the questions 
and su|)ply an easy means for memorizing the answer. 



CONTENTS 



Preview 



Discoveries and Explorations 



Mound Ikiildcrs 

Norsemen 

American Indians 

Colmnbus 

Spanish Exploraliuns 



French Explorations 
EngUsh Explorations 
Dutc'.i Explorations 
Review of Explorations 
Questions and Exercises 



Thirteen Colonies 



Virginia 
Massachusetts 
New York 
New Hampshire 
Maryland 
Connecticut 
Rhode Island 
Delaware 
North Carolina 



New Jersey 
South Carolina 
Pennsylvania 
Georgia 

X'olonial Customs 
Colonial Government 
Summary and Review 
Tabulated Review 
Questions and Outlines 



Intercolonial Wars 



King ^\'illiall^s 
Queen Anne's 
King George's 



French and Indian 
Review and Exercises 



Revolution 



Cavises 

First Year— 177") 
Second Year — 1776 
Third Year— 1777 
I'om-th Year — 1778 
I'ifth Year— 1779 



Sixth Year— 1780 
Seventh Year — 1781 
Leading Events 
Results 
Exercises 



The Administrations 



George Wasliinston 

Crayon Portrait 
Joiin Atlams 
'IMiomas Jefiersoii 
Jatnes Madison 
War of 1812 

First Year— 1 SI 2 
Second Year — 1813 
Third Year— 1 SI 4 
Fourth Year — 1815 
Pioneer Days 

James Monroe 

John Quincy Adams 

Andrew Jackson 

Martin Xan Buren 

\\ illiam Henry Harrison 

John Tyler 

James K. Polk 
Mexican War 
The Mexican War 
The Three Campaijins 

Zacliary Taylor 
Millard Fillmore 
Franklin Pierce 
James Buchanan 



Abraham Lincoln 
Civil War 

First Year— 1S61 
Second Year — 1862 
Third Year— 1863 
Fourth Year— 1864 
Fifth Year— 1865 

Geography Approximate 

The Three Decisive Battles 

Tree Review 

Confederate States 

lleview Map 

Results 

Robert E. Lee 

L'lysses S. Grant 

Andrew Johnson 

riysses S. Grant 

Rutherford Hayes 

James Garfield 

Chester A. Arthur 

Grover Cleveland 

l^enjamin Harrison 

{ irover Cleveland 

Wm. McKinley 
War with Spain 
Philippine Insurrection 

Theodore Roosevelt 



Miscellaneous 



Acquisition of Territory 

Political Parties 

Modes of Travel 

Habitations 

Problems 

Trusts, Combines, Rebates 

Historical Exercises 

The Frozen North 

Inventions 

Panama Canal 

Steps of Progress 



Development of American Flag 

United States Review 

The Outlook 

American Literature 

Eminent Americans 

Fighting Bob 

Slavery in the United States 

Aerial Navigation 

Ten Large Cities 

Industrial Map 

Lowly Beginnings of Great Men 



First Era 



The Three Great Eras 

Second Era Third Era 



Additional Exercises 
Questions 



Ancient History, Vol. 1 
Ancient Historv, Vol II 



M. and M. History, Vol. I 
M. and M. History, Vol. II 



PREVIEW 

OF 

AMEIRICAN 
H I^TORY 



NINE 3TAR3 

OF OU R 



i^ HISTORY 





T 15 ONLY A FEW HUNDRED ^ 
YEARS SINCE THE CIVILIZED 
WORLDFIRSTKNEW OF AMERICA.. ^ 
YhE PREHISTORIC RACE INHABIT-^ 
IN(J THIS COUNTRY 15 DESjGN/ITED IhE'mHD 
BUILDER5"aND 0\IR INTERROCJ/lTiON POINT 13 AN 
inPRESSIV£ LESSON THAT THE HISTORY^ 
or THI5 PEOPLE IS SIHPLY A QUESTIO 
WITH US. 

foR HUNDREDS OF YEARS AFTER- 
WARD5 THE ONLY PEOPLE IN A/IERICA WERE 
THE INDIANA AND WE HAVE SUCCESTED 
nORE IN THE TWO PAGES THAN YOU 
WILL BE ABLE TO DEVELOP FROM ALL 
YOUR TEXTS Oh THE SUBJECT 

ifM THIS EFFECTIVE V\/AY WE 
HAVE TREATED THE NORSEMEN, 
COLUn BU5,>RND THE SEVERAL 
NATI0N5 PROniNENT IN THE 
EARLY DEVELOPnE NT OF OUR 
COUNTRY. 




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Columbus 

"He (the Most High) Rave to thee (Columbus) the keys of those gates of the 
Ocean . which were fast closed with such miKlity chains." — Dream of Columbus, 
narrated in his teller lo the King and Queen of Spain, 1503. 

Where was Columbus born? When? 

What do you know of his parentage? 

To what studies did he give special attention? 

To what I<ings did Columbus offer his plans? 

What king deceived him? Why? 

On what day of the month did Columbus sail ? 

In what month was land first seen? 

How long does it take to cross the Atlantic now? 

What kind of vessels had Columbus? 

Upon what island did he land? 

What were the natives like? 

How many subsequent voyages did he make to America? 

When did he die and where was he buried? 

Written Exercise 

Write a short sketch of the hfe of Columbus and make prominent 
the following points: 

Early life. 

What led him to think that the earth was round? 

His reason for desiring to discover new land. 

Visit to the king of Portugal. 

His treatment at the Spanish court. 

The number and sizes of the ships in which he sailed. 

Incidents of the voyage. 

Api)earance of the people and country he foinid. 

His treatment by Ferdinand 

Closing years of his life. 

Your opinion of his character and ability. 
Illustrate your essay with a sketch of the boy Columbus, a pic- 
ture of one of the ships in which he sailed,, the banner of the expedi 
tion and a map showing his route across the sea. 



Spanish Explorations 

What inU8t ein-h nation do to make good its chiini to 
new territory? 

What cause drew the Spaniards southward? 

What difference would it prol^ably huxe made had they 
gone northward? 

What was the main motive of the Spaniards? Prove. 

What was the extent and limit of their conquests? 

Draw a line across the map of North America through 
the most northerly point reached by Spain. 

Compare the Spanish and English colonies: 

(a) In treatment of the Indians. 

(b) In general results. 

Why did Balboa wade into the ocean? 

Which discoverer dro\-e hogs before him while traveling? 

Exercise 

Review your study by affixing important events to the following 
dates: 

1492 151:^ l')19 1.52S 

1493 1517 1.320 l.")40 
1498 lots 1.521 1542 
1512 

Historical Imagination 

Pupils should be encouraged to develop their power of imagina- 
tion by creating mental j^ictures of past events. These pictures 
when not too comjilex may be reproducetl on the blackboard or in 
written work. In thinking of De Leon's discovery one can j)icture 
the lanti of (lowers and understand why Florida was so named. A 
fountain is easily illustrated and will serve to show the pupils how 
an absurd belief may affect the course of history. 

In a mental picture of the burial of De Soto we must have a 
river, a boat, some Spaniards, the sorrowful appearance of the {)eople, 
the moon in the sky. A priest and cross are appropriate. In this 
manner the child is impressed with "the first refpiiems that were 
ever heard on the waters of the Mississippi." 

Sucli exercises will help the student to determine the value of 
historical pictures and how they originate. 

Reference. —'I'lie topical f)utlinp, jxiti:e 4.50, \'ol. Ill, U. S., presents not only 
the chronological list, but also a subdivision into groups accortling to nationality. 



Exploration 

Review the expeditions of the exj^lorers and note: 
The dates of each expedition. 
The territory explored. 
Tiie permanent results. 
Trace these expeditions on the niai) of North America. 
Locate the boundaries of New France. 
The life of each explorer should be outlined by the 
pupil as fully as the teacher may deem wise; the form given 
in the pen sketch for Columbus is suggestive. 

Topics for Written Exercise 

De .Soto's Explorations. 

The Dutch Fur Trade. 

La .Salle's Journey Down the Mississippi River. 

The Northwest Passage. 

The Concjuest (jf Mexico. 

Unsuccessful Attempts at Colonization. 

Conflictinj Claims 

.Spain f What territory? 

France j Based on what (liscu\ery? 

England j How protected? 

Holland [ tiow settled? 



NATION 


DATK 


TEUUITOHY 


EXI'LOllER 


English 
.Spanish 

Dutch 
French 


1497-8 

1512 

1513 

1519-21 

1609 

1682 


Labrador to Florida 

Florida 

Pacific 

Mexico 

Delaware lliver to Cape Cod 

Territory drained by Mis.sissippi Hiver 


Cabots 
De Leon 
Balboa 
Cortez 
Hudson 
La Salle 



Exercises 

Outline maps sliould be used and the route of each explorer 
carefully traced. The claims of each nation should be represented 
in colors u{)on the map, giving name of exjjlorer and date of explora- 
tion. As the pupils advance in the text let them mark on their maps 
the places discovered, the .settlements, and other developments; the 
series of maps prepared will be valuable for study and reference. 





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Virginia Colony 

Why was Virginia .so called? 

By what {H)nipany was Virginia first settled? 

Who was the leading spirit in the early settlement of 
Virginia? 

What proporti(Mi of the people died during the starving 
time? 

Is the story of Pocahontas saving Captain Smith now 
accepted as true"" 

What noted man was a descendant of Pocahontas? 

What did the Indians of Jamestown plant in order to 
grow ammunition? 

How many negroes were sold at first at Jamestown ? 

Did the early settlers find gold in Jamestown? Are 
the ruins of Jamestown now visible?' 

What four important events occurred in 1G19? 

How many years between the two Indian massacres? 

What governor said, "I thank God that there are no 
free schools and printing presses in America"? 

What four important navigation acts are mentioned? 
Give three reasons why England enacted such laws. What 
three results are enumerated? 

History and Literature 

Advanced history classes should have their study of tliis subject 
supplemented with cha[)ters from Seeley's Expansion of England 
and Smith's Wealth of Nations. 

Interest the |)upils by reading from Eggleston's Pocahontas and 
Powhatan. Show liow England sent out wives to the colonies in 
HJ20, by reading from Miss Johnston's To Have and To Hold; how 
••white apprentices" were sent imder indentures to Virginia, as ex- 
plained in Miss Rayner's Free to Serve. Read Cook's Stories of the 
Old Dominion and selections from Goodwin's White Aprons, describing 
liacon's Rebellion. 

Such exercises will acquaint pupils with our best literature and 
impress the student with the fact that historical information is the 
basis for much of our hterary productions. 



Massachusetts Colony 

^^'lly was tli(> "Cradle of Liberty" so styled? 

What city is known as the "Hub of the Universe"? 

Why was jioston styled "The Athens of America"? 

For what was the lioston Klni noted? 

What was the soliriquet of Faneuil Hall? 

Name two causes of Salem witchcraft persecution. 
Three events. Two results. 

What was some of the early money in Massachusetts? 

What was the natui'e of the (iovernment established 
by the Pilgrim Fathei-s? 

In what ship did they come to America? What was 
the number of emigrants? 

How man>' houses were erected by them? 

What now marks the place where the Pilgrims landed? 

Why were the persons who came over in the Mayflowei' 
styled Pilgrims r' 

Who were among the leaders of the Pilgrims? Who 
the first governors? What do you know of their growth? 
Their sufferings? Their independence? 

What inscription is upon the original Plymouth Rock? 

Who is the author of the poem written in honor of the 
landing of the Pilgrim Fathers? 

Exercises 
Read all the books at your command on the Salem witclicraft, 
tlien tell the story in a lively manner. 

What leariK'il man wrote a book on witchcraft? 

Boston 
Write an account of Boston, giving — • 
The meaning of the name. 
Early history. 
Public l)uil(lings. 

Its part in the events which led to .\nierican independence. 
Historical topics associated with it. 
Suggestion. — Illustrate your essay with a huh, naminsic important facts on each 
radiating snoke, Boston Elm, Cradle of Liberty, Hunker Hill Monument and other 
features of ititerest. 




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Colonies 

l^)pulati()n — 

How (lid tlie colonies rank as to {)opulation? 

Wliicli colony had tho ,<j;roatost j^opulation? 
Indust lies 

i'^irsl |)rint in^- press. 

First no\vspap(M-. 

First colle.ue. 

Free schools. 
Social conditions — 

Slavery. 

Manners and customs. 

Great men of the period. 
Compare each colony in — 

The treatment of the Indians. 

The devotion to learninj;-. 

The missionary spirit. 

The progress toward self-go^'ernment. 

The toleration of religions. 

The rapidity and greatness of development. 

Exercises 

To begin u-ith, it is necessary to study the colonies separately 
and to take them up in the orrler of their settlement. After care- 
fully studying; them separately, comparative lessons become possible 
and profitalile. 

Take Massachusetts as a type of New iMigland colonies. 

Contrast Virginia and Massachusetts. 

In what way did Pennsylvania differ from both? 

Give the characteristic Dutch coloring to New York. 

Study their mutual interests. 

The following people emigrated to .\merica: 

Pilgrims Presbyterians Churchmen 

Puritans Huguenots of Holland 

Lutherans Metliodists Clnu-chmen 

Catholics Jesuits of I-'ngland 

Why did they leave the mother country? 

From what country did they come and in what colonies did they 
settle" 




THE INTER- COLONIAL WARS 




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HISPfmPOF HISTORY 15 C0m5m TO %0= 
THE Ommy PUPIL . PmSflRE oh- g^r: 

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APP0WP01D5 THE mUEOE^CH WP IS 

suGCESTiyE OF mm wppeM^t:^^op- i 

DEROFTHE SERIES IS UNIQUE PH^US- 
TR/JTIVE m/) THE FUP/UpSURE 

TO chtch the sp//^itw the 

TIPIES /T/yO TO ENTE^^^/^TO 
the study WpSrr^SSURED 
SUCCESS. 




Intercolonial Wars 



"They Run! They Run!" 

The series of wars that ended with the Peace of Paris 
was the turning point in American history. 

It <iave iMiiiland more territory than she could control. 

It .schooled the colonists in a deo;ree of freedom which deter- 
mined the nationality of the continent. 

It created a bond of iniion amono; them which assured a 
representative form of fjovermnent. 

It skillet! them in the art of war, enabling; them to main- 
tain their lights. 

It determined the dominating religion. 

It ijractically ended Indian depredations. 

It laid the foundation of a national life, which resulted in 
the nearest approach to an ideal republic. 

REVIEW 



NAME 


CAUSE 


DURATION 


KVEXTS 


TKEATT AND RESULTS 


Kinfi 


War be- 


1689-1697 


Indian ravages in 


Treaty of Ry.swick 


William 


tween Eng- 




N. Y. 


Territory un- 




land a n d 




Phipp.s' expeditions 


clianged 




France on 




Port Royal 






account ol 




captured 






Jame.s II 








Queen .Anne 


To place 


1702-1713: Deer 1 i e 1.1 ina.^- 


Treaty of Utrecht 




Jame.s' .son 




sacre 


England gained 




on throne 




English capture Pt. 


Acadia and con- 




of England 




Royal 
Florida settlements 


trol of Newfound- 
land fisheries 






desfroyed 




King (ieoige 


Trouble in 


1744-1748 


Pepperell's expetli- 


Treaty of Aix-la- 




Europe 




tion 
Capture of Loui.s- 
burg 


Chapelle. Louis- 
burg and Cape 
lireton restored to 








France 


Frencii and 


Overlapping 


17.54-1703 Braddock's defeat 


Peace of Paris 


Indian 


claims 


Deportation 


France .surrenders 






of Acadian.s 


to England all her 






Capture o f V o r t 


possessions east of 








Dut(i"*'*'if 


the Mississippi and 








Capture of Louis- 


to Spain New Or- 








burg 


leans and all lier 








Capture of Crown 


possessions west of 








Point 


the Mississippi 








Ticonderoga and 








Niagara 








Capture of Quebec 










and Montreal 






The Revol utwm 





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Outline of 1775 

Battle of Lexington, April 19 — 

Show how the colonists were prepared. 

Object of English. 

Importance of the skirmishes. 

Explain "Fired the shot heard 'round the world". 

Concord Emerson 

Battle of Lexington Whittier 

Paul Revere's Ride Longfellow 

Colonists assembled around Boston. 
Capture of Ticonderoga and Crown Point — 

Object. 

Results. 
Second Continental Congress — 

A final petition was sent to the king. 

AA'ashington was chosen commander-in-chief. 

Voted to raise an army of 20,000 men. 

It formed the united colonies and assumed authority 
over them. 

It voted to issue S2,000,00iJ paper money. 

Was independence thought of? 
Battle of Bunker Hill, June 17 — 

Was the battle important? Why? 

Compare reports made by British and Americans. 

Grandmother's Story of Bunker Hill Holmes 

Washington assumed command July 2. 
The ^lecklenburg Declaration. 
The invasion of Canada. 

Attack on Quebec. 
The postal system was perfected. 
What had been accomplished by the close of the year? 

Note — Campaigns should be traced in different colors upon un outlined map 
and the location of important battles shown. 



Revolution 

Battles 

American \'ictorie.s 
Brilisli Nil-lories 
Prominoni Men 
Soldiers 

American 
British 
Statesmen 
American 
Britisli 
Chronological Table of Events 

Supplementary Reading 

A very few supplementary selections are suggested throughout 
tliis work that the teacher and student may be impressed with the 
richness, dramatic interest and color to historical subjects wlien ht- 
erature is interwoven. The school histories furnish but a mere outUne 
at best and the teaclier adhering solely to the text cannot hope to 
inspire Iier puitils. 

The Song of Marion's Men Bryant 

True to the Old Flag Henty 

The Swamp Fox Simms 

Hugh Wynne Mitchell 

Paul Revere's Rifle Longfellow 

Septimius Felton Hawthorne 

The Pilot (Paul Jones is hero) Coojier 

The Spy (Grandmother's Story of t!ie Battle of 

Bunker Hill) Cooper 

Topics for Special Study 

The Declaration of Indepondpuoc 
Aid from France 
The Stars and Stripes 
Tlie Backwoods Man as n TyP^ 
The Cradle of Liberty 
•'Greene's Superb Strategy" 
Financiers of the Revolution 
Foreigners in the American Army 
Literature of the Hevolution 
The Loyalist 






WE MNINISTRRTIONS 



f HE EVEHTS OF THE TWENTY' 
SIX f\DniNlS TRRT10N5 HHE ^ 
HERE FOR TRBYED IN SUCH /i m\^^_ 
/IS TO F/X THEn FimfiNENTLY IN ^^^''^ 
THE HIND OF THE STUDENT 

Pupib asm msi ounim mmT] 

PRSS Om THIS I nPORTmT PERIOD OF 
OUR HISTORY WITHOUT RGBNERPiL |^'' 
^ HNOWLEOOEOF THE EVENTS WMH ^: 
S HmmOE US THE FOREhOST mOfiCr^y 



''^M HRTIONS HHP AN IDER HS TO WHEti^: 




P ZUiH HRPPEIilNGS OCCURRED. 







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/ / 



Washington's Administration 

Wlial. was our total i)ul)lic debt at the he.iiiiiniiii;- of 
Washington's administration? Compare this with the 
national debt of to-day. 

Wliat three states were achnitted to the Union whiU; 
Washington was president? In what year was each ad- 
mitted? What is a sobriquet for each of these states? 

What was tlie popuhition of the United States at the 
first census? What state in the Union at the ])resent 
time has a greater population? 

What seven important events occurred in Pennsyl- 
vania? Which three occurred in Philadelphia? 

What noted philosopher died? For what invention 
was he noted? How old was he? 

What invention had to do with the development of the 
Southern states? Who was the inventor? 

What title is given to Washington? 

Summary 

See what pupil can express in the most interesting way a sinn- 
mary of the events of any given period. We give here a summary 
of Washington's administration. We have expressed in a few words 
the gist of the events. Have a competitive recitation in which the 
pupils shall strive to express the most thought in the fewest words. 
This exercise can be applietl to any period. 

When the first president took his seat our population was 

not quite 4,000,000. 
The first cabinet was formed by tlie selection of leaders 

from both parties. 
The financial policy proposed by Hamilton gave us money 

to pay our debts and established our credit. 
Washington wisely resisted Genet's wild policy. 
After the Indians were suppressed, emigration to the western 

coimt»y increased rapidly. 
Vermont, Kentucky and Tennessee became states. 
The treaty with Spain gave us a natinval outlet for the [iro- 

ducts of the west. 
The cotton-gin was invented and cotton eventually Ix^cainc 
the chief crop of the Southern states. 







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THE CTVIL WAK 



HE SERIES OF PEN SKETCHES ^- 
OUTUHH^G THE CIVIL WEIR POR-'^ 

rm m cHmcTERisric evehts'^z— 

OF EACH YERR jf^ SUCH fl WRY /IS TO IN- "^'^ 
PELW //1FRE5S THE/1 OH THESTUDEHTyS' 
MI/YD. 

Wf/iiso Gin/isPEciflL pm "cruses " 
mum^FROFREyiEw sketches 

WHICH RHE VERY SUGCESTIVE. 

if THE TEPCHEH WILL I/3E THE'tREE" 
OESlCNFIHDDEyELOPITRS THEHlEfEREHT 
BETTLESHRE STUDIED IT W/U 
PROVE RH EFFECTIVE DEVICE. 

If THE /RESULTS BRBR/CTURED ^ 

TO THE CHILD /^S HERE PRE- ^'"'"' 
SENTEO THE FEICTS WILL RL' ^ir 
WHYS BE REHEHIBERED. ^^ 







Variety Classification 

To the student familial- with history these pen sketches 
are self-interpretins>;. A careful study of them will reveal 
many facts that are not seen at a casual glance. 

While we believe there is enough variety to overcome 
monotony, yet we hn\o endeavored to classify the events 
in such a way as to assist the memory. 

Variety is apparent in every sketch, and we simply 
mention one feature- you will notice that the admini- 
strations ha^■e diffpi-cnt l)()i-(lers and the titles are indifferent 
styles of letter. 

The classification is shown in many ways, and we call 
attention to-the similarity of l)orders for the series of each 
war. The border for the Intercolonial war is significant 
of Indian warfare, and the Revolution is representative 
of that period. In the war of 1812, which was carried 
on at sea, the border is indicative of sea warfare, and in 
the Civil w^ar the flags of the Blue and the Oray are draped 
on either side. 

The simplicity in the drawings representing the Merri- 
mac and Monitor show how easy it is for the child to 
reproduce these battle scenes in an impressive way. The 
few lines in the j^en portrait of General Lee enable an>' 
pupil to make such sketches. The old bridge at Antietam 
marks such an historic place and is so easily drawn that 
a teacher is hardly justified in taking a class over this 
subject without having the scene before them. This 
illustrative work impresses the student with the facts 
and enables the teacher to do effective work. 

A careful study of these sketches and a reproduction 
of them by the pupils, either on the blackboard or in writ- 
ten work, will interest the pupil and result in better teach- 
ing, as well. 



Union Generals 



N.'.MK 


SOBBIQUKT 


FACTS 


(Jrant 


Unconditional Surrender 


His war record is history 


Sherman 


Uncle Jiill-Old Tccumseh 


Made the celebrated ' 'March to the 
Sea " 


Slu'i'i(l;iii 


Little Phil 


Leading cavalry general of the War 


1 lionias 


Rock of Chickaniauga 


At battle of Chickamauga and Nash- 
ville 


.M<-CU'll:in 


Little .Mac 


Defeated Confederates under Lee at 
Antietani 


Uuinside.-i 


Old Rhody 


Held the stone bridge at Antietani 


Hooker 


Fighting Joe 


Fought at Lookout Mountain and 
Missionary Ridge 


Ilaiiciick 


Haiiciick the Superb 


Second in command at Gettysburg 


I-ogan 


Hlack Jack 


Prominent in Western Army 


Meade 


Four-eyed George 


Won the Battle of Gettysburg 


Porter 




Noted for capture of Ft. F'isher 


Farragut 




Leading naval commander of war 



Review of the Principal Battles 



YK.VR 


OBJECTS 


Blockade of Opening of Capture of 
Southern Ports Mississippi Richmond 


Cut Confeder- 
acy in Twain 


1861 
(Objects not 
outlined) 


Ft. Sumter Bull Run. 

Ball's Bluff. 
Port Royal War in Mis- West Virginia 
souri Campaign 




1862 


Merrimac & 
Monitor 

Fortress 
Monroe 


F"'ort Henry 
Ft. Donelson 
Shiloh 

Island No. 10 
luka 
Corinth 
New Orleans 
Murfreesboro 


Williamsburg 

Jackson's Raid 

Fair Oaks 

7 Days' Retreat 

Antietam 




1863 


Charleston 


Vicksburg 
Port Hudson 
Jackson 
Chickamauga 
Chattanooga 


Fredericksburg 
Chancellors vi He 
Gettysburg 




1864 


Cluster 
Alabama and 

Kearsarge 
Mobile 
Mc AlUster 




Wilderness 
Cold Harbor 
Petersburg 
Winchester 
Cedar Creek 


Nashville 

Resaca 

Kenesaw 

Atlanta. 

Savannaii 


1865 


Ft. Fisher 

Wilmington 

Charleston 




Five Forks 
Petersburg 
Richmond 


Columbus 
Charleston 
Bentonsville 
Raleigh 



Note. — Thf student can arrange a table after this style at the 
bfginiiins- of his study of tlie Civil War and fill in the names of aU 
of the liattles a.^ studied, underlining' the ones won by the Confeder- 
ates. All minor engagements studied may be included in the table 
together witli the contending generals if thought advisalih'. This 
table when complete will present a splendid synopsis of the battles 
of thi.s war. 



Review of the Army of the Potomac 



Irwin McDowell 
(Jeo. B. McCUellan 
A. E. Burnside 
Joseph Hooker 

Peninsular Campaign 
Bull Run 
Yorktown 

Williamsburg 

Siege of Richmond 
Seven Pines 
Beaver's Dam 
Gaines' Mill 
Savage Station 
White Oak Swamps 
Malvern Hill 

Lee's First Invasion 
Second Bull Rini 
Harper's Ferry 
South Mountain 



Commanders 

Geo. G. Meade 
U. S. Grant 
P. H. Sheridan 

Battles Fought 

Antietani 

Fredericksbiu'g 

Chancellorsville 
Lee's Second Invasion 

Gettysburg 
Grant's Overland Campaign 

Wilderness 

Spottsylvania 

North Anna 

Cold Harbor 

Siege of Petersburg and Rich 
mond 

Five Forks 

Lee's Surrender 



Confederate Army 



YEAR 


DEFENSIVE 


OFFENSIVE 




1861 


West Virginia 
Wilson Creek 
Bull Run 


Ft. Sumter 
Ball's Bluff 




1862 


WEST 

Ft. Henry and Donelson 
Murfreesboro 

EAST 

Yorktown 
Williamsburg 
Siege of Richmond 
Fredericksburg 


WEST 

Shiloh 

luka 

Corinth 

EAST 

Fair Oaks 
Seven Days 
Lee's Invasion 




1863 


Vicksburg 

Chancellorsville 

Chickaraauga 


Gettysburg 
Chattanooga 




1864 


Atlanta Campaign 
Overland Campaign 


Nashville 
Shenandoah 




1865 


Through Carolina's Peters- 
burg and Richmond 


Ft. Steadman 
Five Forks 





< 
o 





iij 



Johnson's Administration 

What were three important features of the President 's 
idea of reconstruction? 

What additional requirements were imposed by Con- 
gress ? 

What is an appropriate epitaph for Lincoln's tomb? 

In what year was Nebraska admitted into the Union? 

What immense domain was added to the United States 
during this administration? Why was it known as "Sew- 
ard's Folly"? 

Name four important laws passed while Johnson was 
president. 

How many men took part in the Grand Review? How 
long did it last? How did the soldiers march? When 
did it occur?' 

What ended the dream of French domain in the New 
World? 

The Northern office-seekers who went south at the close 
of the Civil War were designated by what title? 

What two words express the thought of the Xlllth 
Amendment? Of the XTVth? 

Law of Association 

The law of association in memory, that when we call up one 
thing of a group we naturally call up everything associated with it, 
has been employetl throughovit in the arrangement of this history. 

In the study of the sketch of Johnson's administration, the 
thought of Mexico immediately suggests Alaska, and each sketch 
recalls the facts associated with it. If one thinks of the amendments 
he immediately recalls laws, or vice versa. When one thinks of the 
President's idea of reconstruction he inunediately contrasts it with 
Congress's idea. He cannot think of the Great Eastern without 
thinking of the laying of the Atlantic cable as its accomplishment, 
or in thinking of the Atlantic cable we immediately associate it witli 
the majestic steamer that so successfully laid it. 



Exposition of Facts Illustrated 

Grant. — Sorvetl two terms, between 1869-77. His famous repl.v to llciieral 
Kiickiier kuv'o liim tlie title of "Uiiconilitioii'il Surrender." His oft-quoted ex- 
pression, "Let us have peace," is characteristic of the man,, aithoujili his active 
part in the Civil War ij;ives us the impression of a warrior rather than a civilian. 

Our Ring Illustration. — Tweed Ring — a political riuK famous for its unscrup- 
ulous (li.shonesty. It ruled New York from KS()0-IS71. WnisKiov KiNc — A com- 
bination of revenue officers and distillers formed to defraud the fcoverninent of 
internal reveime tax on li<|uors. Svi.aky (in\B — the popular name for the datins 
hack of the salary act so tluit the members voting for it would have their past salary 
raised. CRi:i>ir .Moiui.ii.u — a corporation to construct the Pacific railroad and 
enable the stockholders and other persons comiected with them to reap extraordin- 
ary profits. 

Union Pacific Railroad. — The year 1S69 saw the completion of the jrreat rail- 
road linking the Atlantic and Pacific oceans. 

Telephone. -The first satisfactory results of this jrreat invention was duriiiK 
this administration. 

Weather Bureau. — In 1870 Consress made :i [Monc\ appropiiation for tlic 
establishment of a weather bureau. 

Treaty of Washington. — Ai..\b.\m.\ Claims — the United States demanded 
damasies for the injmies done our merchantmen during the Civil War and was 
awartletl $15,500,000 damages. Northwestkhn HorxoAin — the boundary dis- 
pute between the United States and Hritish Columl)ia was settled. Fisheries 
.VwARD — (ireat Britain was awarded S5. 000, 000 in settlement of claims arising 
from the fisheries near the <oast of Nova Scotia and Newfoundland. 

Demonetization of Silver. — .\ coinage act in 1873 dropped the silver dollar 
from tlie list of coins to be minted. It was no longer to be a legal tender. Specie 
l)a>nient was resumed. 

Chicago Fire. — Five .square miles were liurned, resulting in a loss of 20,000 
liouses and property valued at .'«;200,000,0(K). Boston was partly destroyed — loss 
amounting to «80,000,000. 

Centennial was celebrated with great success in Philadelphia in 1876 by an inter- 
national exposition. In industrial inventions the I'nited States took first place. 

Colorado was admitted into the union in 1876, just 100 je.ars after .Vnierican 
independence, and was styled the Centennial State. 

Santo Domingo asked to be admitted to the United States. It was a fine coal- 
ing station and its fertile area well adapted to the colonization of negroes. Congress 
ipfused to consent to the plan. 

Indian Wars. — The Modocs of southern Oregon refused to move to another 
reservation, killed the peace commissioners and concealed themselves for more 
than a year. The .'^ioux were mistreated and under their leader, Sitting Hiill, 
avenged themselves. 

Fifteenth Amendment was adopted in 1870 and was intemled to guarantee to 
all adult negroes the right of voting. 

Ku-KIux Klan was a secret .society formed to keep freedmen "in their place." 
Their outrages were obnoxious to southerners themselves and the enforcement of 
severe laws finally put an end to their meetings. 

Panic of 1873. — The lavish expenditures of war, a series of good crops, rapid 
westward growtli, unstable currency and the too rapid building of railroads caused 
.1 financial |)anic. tfic effect of which continued for a number of years. 

Fenian Invasion. The Fenians made several attacks along the Canadian 
frontier, but were (piiekly suppressed. 

Niagara Bridge. — .V bridge, spanning Niagara, was conipleted. 

Electoral Commission .settled the disputed presidential election by declaring 
Hayes elect eil over 'l'ild(>n, his Democratic opponent. 




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Acquisition of Territory 

'Thirteen origin;',! colonies , July 4, 1776 

( "essions by the states 

Massachusetts cession 1785 

Connecticut cession 1 79(3-1800 

Virginia cession 1 78-1 

South Carolina cession ] 787 

North Carolina cession 1790 

Georgia cession 18012 

Ijouisiana purchase from I^'rancc 1808 

I'lorida purchase from Si)ain 1819 

'I'exas annexed 1845 

( )regon country 184G 

Mexican cession 1848 

Texas cession from Texas 1850 

Part of Colorado, Kansas, New Mexico, Oklahoma. 

Gadstlen purchase from Mexico 1 858 

Alaska from Russia 1876 

Hawaiian Islands annexed 1898 

Philippine Islands from Spain 1898 

Porto Rico from Spain 1898 

(iuam from Spain 1898 



ITEMS 


HAWAIIAN ISLANDS 


PHILIPPINES 


PORTO BICO 


GUAM 


Acquired 


1898 


1S9S 


1898 


1898 


Area, Sq. 


7,000 


140,000 


3,550 


190 


miles 










Rivers 


Small rivers. 


Very few and 


Numerous, short 






numerous; help 


small 


and rapid 






irrigation 








Mountains 


Mauna Koa, 
13,805 


Mayon, S.OOO 


El \ unque, 
3,609 


Tinkio 


Popula- 


154,001 


8,000.000 


800,000 


9,250 


tion 










Climate 


Frequent 


Fresh and cool. 


Hot, but not un- 


Favorable, 




showers; wind 


Nov. to Mar. 


healthful; de- 


healthful 




prevents e .x - 


Very hot. Mar. 


hghtful 






ees.sive heat 


to .lune 






Products. 


Sugar, rice. 


Hemp, sugar. 


Sugar, coffee. 


Sugar, i n - 




coffee, fruits 


coffee, tobacco, 


tobacco, rice. 


digo, rice, 






rice, fruits 


fruits 


fruits 


Kx ports 


1907 


1 906 


1907 






$29,054,381 


S32,642,892 


$26,964,617 






(U.S.) 








Imports. 


1907. 


1906 


1907 






S14.124,516 


$26,403,768 


$28,901,352 






(U. S.) 








Occupa- 


Agriculture 


A g ri c u 1 1 u r e. 


Agriculture, 


Fishing 


tion 


and grazing 


gra/.ing, min- 


grazing, min- 


and Agri- 






ing 


ing 


culture 


Miles R.R. 


72 


1 20 


137 




Capital 
Other city 


Honolulu. :K),000 


Manila,350,000 


San.luan, 25,000 


Agana. 5000 


Hilo, 12,000 


Lipa, 40,000 


Ponce, 40,000 


Apra 




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Lowly Beginnings of Great Men 

Nothino; can be more inspiring to the youthful mind 
or a greater incentive to effort than a study of our truly 
great men. IJiography is the basis of all historical study. 

It is the aim of this illustration to set forth in a 
simple way the possibilities before our American youth and 
to incite them to emulate the examples of such men and 
to aspire to the same greatness. 

If the student can be incited to great and generous 
and virtuous deeds by the silent yet potent portrayal of these 
"Lowly Beginnings" and can be persuaded to study more 
fully the biographies of our great men and their historical 
relations, thus becoming familiar with the characters who 
have given us a place the most exalted among the nations 
of the earth, our sketch will have accomplished its mission. 

We are not so much concerned to make scholars as to 
bring our boys and girls into a sympathetic knowledge of their 
environments and to fit them for intelligent citizenship. 
The timid should be encouraged with the story of Daniel 
Webster, who received but a few months' schooling and as 
a boy was too shy to speak a piece in school, yet later 
stirred the nation with his eloquence. 

Many such instructive and inspiring lessons will thus 
suggest themselves to the thoughtful teacher and devoted 
mother, and it will prove a satisfaction to feel that we 
have neglected nothing that might be an inspiration to 
youthful minds in stimulating their patriotism and develop- 
ing their character. 

The intent of this illustration will be lost if by it the 
children are not made more patriotic and led to under- 
stand more fully the import of citi/cenship. 



Additional Exercises 

In the preparation of thi.s work more than one thousand 
l)ronunent educators, including many of the leading history 
teachers, were consulted and their most practical suggestions 
solicited. These suggestions have been incorporated in the 
outlines and exercises which we give you. We believe that 
a successful teacher can use to advantage the hundreds of 
exercises here suggested. 

Originality in design and selection of material is nesessary 
if the student expects to be greatly benefited. Students 
should think for themselves and be impressed with the fact 
that studying history is not memorizing something but 
understanding something. 

Blackboards 

The value of blackboard illustrations is one of the most important 
features of a teacher's work. A very successful city teacher of fifteen 
years' experience recently remarked tliat she had never known a pupil 
to fail on a written review based on previous illustrative work. 

Note Books 

Use note books freely. Require every pupil to keep note books. 
Stimulation of thought on the part of the pupils should be encouraged 
and excellence of reproduction constantly strived for. "Once writing 
a copy is worth twice reading it." 

Drawings 

Drawings require attention to details and results in an accurate 
knowledge. Much interest can be created by illustrating lessons. In 
this way the eye will assist the memory in mastering the facts. 

Outline Maps 

Outline maps should be filled in representing each period studied. 
Tiie pupil will then see tiie country develop and the geography and 
history will be indissolubly linked. This series of maps giving the 
names and dates will be valuable for reference. The teacher will at 
all times strive to liave the pupils see the place as well as the time of 
historical occurrences. 



Charts 

Charts are very helpful in studying history and pupils should he 
encourag;ed to prepare them for the permanent use of the school. 
'I'hey will become very much interested in the preparation of lessons 
to he hung on the wall "for display. Such work will not only be valuable 
to the jMijiils l)Ut will be found very heli)ful for reference. 

Color Work 

Insist on the use of colored pencils and colored crayons. They 
can i)e suj)plie(l at a nominal price and will add variety and insure 
interest in the work. Such work will naturally lead to water color 
work and other artistic development. 

Queer Queries 

Flagging interest can be stimulated by introducing queer queries 
to spice the recitation and at the same time result in a more com- 
prehensive study of the subject. Pupils should be encouraged to pre- 
pare a list of test questions logically arranged. 

Outlines 

Outlines systematize the matter and are an aid in studying the 
subject from a variety of books. Pupils should be encouragetl to 
develop systematic outlines. If developed aright they will occasion 
an industrious study, enliven the recitation period and result in intel- 
ligent and accurate students. 

Tables 

Tables will give practice in condensing material and picking out 
essentials. When complete they present a good general view of the 
subject. We have supplied several styles and others can be originated 
to develop various subjects. 

Scrap Books 

Every class should prepare a scrap book containing classified 
historical information, clippings from books, magazines and original 
writings, embellished with illustrations from books or by the student 
as the class progresses. This volume, if carefully prepared, will prove 
the most popular reference book in the library and can be used with 
profit by succeeding teachers. 

Supplementary Reading 

Every history class should have access to the New Practical His- 
tory of the World to supplement the text. A good encyclopedia is 
necessary "and the New Practical Reference Library will prove invaluable. 
Never rely wholly on one text. Many texts will result in a critical 
and inquisitive mind and will arouse the pupils interest and inspire 
enthusiasm for the study. 



F/RST PRESIDENT 

HAniLTON'5 FINANCIAL PLANS. 
COTTON GIN INVENTED. 

-/7 73 - 

D)FFICULTiE5 WITH GENET. 

Whisky )N5URR£CTfON. 

JA>"5 TREATS 



%o^. 



Historical Cards 

Have your pupils prepare a card for each administration showing 
five of tlie most important events. The teacher can hold all the cards 
and read an event. The pupil that can give the President's name 
first gets the card anrl the one securing the most cards wins the game. 
Each exercise is different since different questions can be asked. The 
pupils may each take .several cards and ask the questions in turn and 
play for a given time, as ten minutes, or until one pupil secures all of 
the cards. If it is an advanced class and the teacher desires to em- 
phasize the dates, the teacher can read the facts and have the pupils give 
the dates of same. A few exercises of this kind will fix definitely in 
the mind the dates of important events in history. 

Every pupil should know five important events of each admini- 
stration, r'ew pupils can tell in whose administration we have the 
Embargo Act, The Purchase of Louisiana, The Omnibus Bill, etc. 
liy simply knowing the administration, it gives us a general idea 
without tlie necessity of attempting to fix exact dates. 

A simple exercise can be prepared on other periods of American 
history, on biography, etc. These games will be carried into the homes 
and much valuable information ac<iuired without direct effort. 



A COURSE OF STUDY IN HISTORY. 



Based on the New Practical History of the World. 



A Few of the Hundreds of Questions Answered in Volume I, 
Ancient History. 

What is history? (4='=) How should it be studied? (4) 
What are some of tlie beneficial results derived from such 
study? (4, 5, 6, 7) 

Over what period of time does Ancient History extend? 
(12) What nations are involved in the study of Ancient 
History? Of these, which one still exists as an independent 
sovereignty? (23) 

How does the civilization of these ancient nations com- 
pare with our own ? With that of semi-civilized tribes of 
to-day ? 

What is the beginning of Medieval and ^Modern His- 
tory? (12) 

When, according to geologists and scientists, did man 
first appear, and where? (13) 

What was the duration of the ice age? (13) 

How do you account for the difference in size, color, 
shape of skull and temperament of the various races? (15) 

Name the four divisions of the human race and describe 
each. (15) 

What traits render the Ethiopian an easy prey to 
slavery? (15) 

What was the size of Ancient Egypt? (27) Which 
two of our states comprise an area of similar size? (27) 

* The numbers indicate the pages on which the answers are found. 



What was its location? (27) Why would not l>gypt 
have been possible of habitation, but for the Nile? (28) 

Was irrigation, such as is now in use in many of our 
Western States, known to and employed by the early 
Egyptians? (28) 

Why did the Egyptians worship the Nile as a god? (28) 

Tell of the peculiar beliefs entertamed by early Egyp- 
tians as to the origin of man. (29) 

From what, according to the Egyptian belief, did bad 
men, ferocious beasts and poisonous plants emanate? (29) 

For how many years were 100, UOU men engaged in 
building the Great Pyramid? (33) In magnitude, how 
does our Panama Canal compare with it? 

What led to embalming? What was done to prevent 
the soul of the embalmed from wandering over the earth? (47) 

What excellent advice was given the youth of Egypt 
in manners and morals? (53) To whom are we indebted 
for the division of time into days, months, etc.? (60) 

Why were the Pyramids of l^^gypt built on the west 
side of the Nile? (63) 

How and from what did the Ancient Egyptians make 
paper? (72) 

Were the early Egyptians as skilled in the manufacture 
of glass as modern artisans? (73) 

What unique and effective way was used in quarrying 
to split rocks? (75) 

How does the original Chinese Empire compare in size 
with the United States? (79) 

In what way have the almost impassable mountains of 
China proper handicapped its people? (80) 

Under what ruler was the Clreat Wall built, and what 
honor was conferred on him for this accomplishment? 



From whom have we derived the system of competitive 
oxumiuutions in the Civil Service? (82) 

When did the Chinese invent printing? (83) 

What were the three chief rehgions of China? What 
was the creed of each ? Which is the most widely ac- 
cepted? (85-S6) 

What is the chief end in view of Chinese education? 
(87) 

What was characteristic of the early literatm^e of India? 
(91) 

Describe the beliefs of Brahmanism. (93) When did 
Buddhism gain ascendency over lirahmanism? (94) 

In what respect is the teaching of Buddha similar to 
that of Christ? (94) 

Compare the civilization of China and India. 

What excellent laws were in vogue in Babylonia? 
How do they compare with our own? (104) 

In what manner was the capture of Babylonia by Cyrus 
the Great similar to that of the Hessians at Trenton by 
W^ashington? (106) 

Describe the wonderful career of Cyrus. How did he 
escape the death meted out for him by his evil grandfather? 
Why did he save the life of Croesus? (108-109) 

How did Darius win a kingship by the neighing of a 
horse? (Ill) 

Why were the Jews held in caiitivity l)y Cyrus allowed 
to return to .Jerusalem to rel)uild their Temple? (116) 

In what respect was the education given a Persian boy 
superior to our own? (118) 

Why did the Persians refuse to engage in business? (119) 

To what ancient people are we indebted foi- the division 
of the days into hours, the prediction of eclipses, etc.? (119) 



Which is the larger in ureii, Palestine or Virginia? 
Why is Palestnie sometimes called "Land of Canaan"? (123) 

Tell of the life and accomplishments of Moses. (127) 

What was accomplished during the reign of David? 
(129-131) 

From what did Solomon obtain his great wealth? What 
were the results of his reign? (131-132) 

What is remarkable about the history of the Jews? 
(136) 

What can you say of Hebrew literature, and in what 
did it excel? a 37) 

How was education carried on by the Hebrews? Why 
was music and dancing included? When was attendance 
at school made compulsory? How many pupils were 
assigned to one teacher? Why were teachers held in greater 
respect than parents? (140) 

What book advised that 'Children should be punished 
with one hand and caressed with two"? (141) 

Why were the Phaniicians good sailors? (144) 

What people were first to make use of the alphabet ? (145) 

How was Ancient Greece divided? (152) 

In what way did nature protect the Greeks from falling 
into habits of idleness and listlessness ? (154) 

What was the statue of Venus de Milo, and where was 
it found? (155) 

With which state does Greece compare in size? In 
latitude? (155) 

What are some of the remarkable accomplishments 
credited to Hercules? (159) 

When and at what jjlacc do we have a record of the 
first contest foi beauty among women? (165-166) 



Who was Helen of Troy? How was slic won by Paris,? 
To what bitter war did this lead? (167) 

By what novel strategy was Troy captured by the 
Greeks? (169) 

How did Ulysses win back his home and wife after 
an absence of twenty years? (170) 

How did the Greeks treat their slaves? (171) 

What three classes of people made up the population 
of Sparta? (179) 

Why were heiresses compelled to marry men of small 
means m Sparta? (180) 

Describe the Spartan Assembly. In what way did it 
resemble our Congress? Differ from it? What was the 
advantage of the rule curtailing speeches? Would this 
be advantageous if applied to our own law makers? (182- 
183) 

In what ancient country were men compelled to marry 
and then could only see their wives by stealth or by per- 
mission from the state? (185) 

In what country were all males required to undergo 
daily for more than fifty years a severe drill to fit them 
for military duty ? (185) 

How did the Spartans dispose of their incurably sick 
or deformed children? Why? (186) 

Why were Draco's laws said to be written in blood? (190) 

How did the corn crop of an Athenian determine his 
class of citizenship? (192) 

When, where and by whom was the bankrui)t law 
originated? (193) 

Would Solon make a good law maker or executive for 
us to-day? (193) 

By whom was the first librarv established in (Ireece? 
(195) 



Describe the inunner in whicli a citizen who had be- 
come obnoxious could be ostracised from Athens, [''or 
what period? Results. (lOS) 

Describe the battle of ^larathon and the successful 
stratagem of :\liltiades. (204) 

How many soldiers composed the army of Xerxes? Is 
this a larger number than were engaged on both sides 
in the Civil War? (207) 

What temple erected more than 400 years B. C. is still 
standing? (224) 

How was a musical education considered in the time 
of Pericles? (230) 

What traits of character contributed to the greatness 
of Pericles? (230) 

By whom and when was the system of paying jurors, 
legislators and civil officers inaugurated? (233) 

How were art, literature and i)hilosophy advanced by 
Pericles, and to what extent is his fame enriched by these? 
(234) 

What were the drastic and unfortunate terms of peace 
exacted of Athens by the Spartans? (255) 

How long did the rule of the Thirty Tyrants continue? 
(258) 

Describe the character and conquests of Alexander the 
Great. (268) 

What measures did he adopt to consolidate into one 
empire the conquered nations? (272) 

When did the political life of Greece end? (277) 

Note the simplicity of our illustrations showing the 
three orders of Greek architecture, and reproduce the 
sketches. (323-325) 

See our splendid study of Greek literature. (349) 

Make a drawing of the Acro])olis and neighboring points 
t)f interest. (453) 



A Few of the Hundreds of Questions Answered in 
Volume II, Ancient History. 

What is otrikini;ly .siinilar in the Rome of lo-chiy and the 
Komc of 750 B. C? (4) 

Which has the hirger area, Italy or Colorado? Italy 
or your own state? 

Who were the P^truscans? When and where did they 
live? Of what were they jjarticularly fond? (5) 

What two brothers according to legendary history were 
thrown into the Tiber to be drowned, but ^^ere rescued and 
founded Rome? (9) 

What novel means is Romulus credited with in his 
effort to populate Rome? Who were the Sabine women? 
(10) 

Name the five rights possessed by the i)atricians of 
Rome. Are the rights still in vogue? (11) 

What were the duties and powers of the Roman Senate? 
Of Roman kings? (13) 

What great undertaking was begun and completed dur- 
ing the reign of Tarquin, the remains of which are still to 
be seen? (l(i) 

Which of the early Roman kings originated the taking 
of a census ? ( 1 8) 

How did an insult to Lucretia terminate the government 
of Rome by kings? (19) 

Who took the place of the deposed kings, for what term 
elected, by whom and with what powers invested? (22) 

How was slavery established in Rome? (23) 

What action was taken by the plebeians resembling a 
modern strike? (24) 

Who was Cincinnatus and for what is he famous? Wliiit 
American emnlated his example? (27) 



How was theft punisliable under the law laid down 
in the Twelve Tables? Arson? Murder? Witchcraft? 
Treason? (31) 

How was the power to veto brought about? (32) 

When was the first paid or standin,<i; arniv organized? 
(36) 

How and from whom was Rome saAcd by the cackling 
of geese? (37) 

Describe the restrictions placed upon the use of public 
lands. (41) 

What battle took place at the foot of Mt. \'esuvius? (44) 

What general routed the Roman army l)ecause of his 
use of elephants in battle? (45) 

In what respect is our homestead law similar to the 
giving away of arable lands in Rome? In what does it 
differ? (50) 

What was a legion? Of how many men was it com- 
posed? (51) 

Describe the military drill of the Roman army and 
compare it with our own. (52) 

Describe the Appian Way. (55) 

In what strenuous way did the Romans build a navy 
and train its men, and with what results? (60) 

What general secured a troi)hy of a peck of gold rings 
taken from the fingers of slain soldiers? (65) 

What led to the suicide of Hannibal? (69) 

Was he in your opinion a successful man? Was he 
great ? 

Compare t he powers of the Senate of Ancient Rome with 
that of the United States. (75) 

In what way could a Roman citizen become a land 
owner? (78) In what respect is this similar to our home- 
stead laws? 

Whose oratory jirovcMl miglilict- than th(^ sword? (SS) 



Give cUmi'I)' (liroo caiisos which led to tlie <li)\viifall of 
the Roman rcpul )Hc. (Chap. Ill) 

To what extent was shu'erv conunon among the Romans' 

How does the treatment accorded the slaves of the 
Romans com])are with that given to the Helots? How 
many Servile insurrections took place, and what were the 
results of each? (SO) 

Compare in character and accomplishments Julius 
Caesar and Alexander the (ireat. (Chap. Ill) 

What were the varioiis jiositicMis and offices fillcMl l)y 
Caesar? (88) 

What is characteristic of Caesar's military operations? 
(91-92-93) 

How do they compare with Napoleon's? With Grant's? 

What royal title was first applied to Caesar? (94) 

What were some of his conspicuous reforms'* (95) 

When, how^ and by whom was Caesar murdered, and for 
what reason? (95-96) 

What Roman emperor's character was completely 
changed by sickness, causing him to throw all prisoners in 
Rome to the wild beasts? (112) 

Who was the first ruler to persecute the Christians, and 
why did he do it? (115) 

What was the extent of the Roman Empire in A. D. 
117? (See map opp. page 120) 

When and by whom was the first college yell given? (125) 

What river was turned from its course and used for the 
burial place of Alaric, and why? (134) 

How were the Greeks regarded by the Romans, and the 
characteristics of the Romans by the Greeks? (148) 

What was the foundation of Roman character? (148) 

Who was the Roman god of light? Of war? Of wine? 
(152) 

What led to the woi-ship of fire by the Romans? (153) 



What was the chief aim at" Roman education? (159) 

To what age was the cliiUl etkicatetl in the home l)y its 
mother? Was the Roman housewife treated as the ec^ual 
or the shive of lier luisband? (160) What emperor ex- 
empted teachers from paying taxes or performing puljhc 
duties? (162) 

In what respect does Roman architecture differ from 
that of Greece? (173) 

Describe the Pantheon at Rome. In size and mag- 
nificence, how does it compare with your state capitol 
building? (176) 

How long was Rome a kingdom? How long a republic"" 
How long an empire? What change was brought about 
in the government of the provinces by the national change 
to an imperial form of government? Was that change 
beneficial? (Chap. ^') 

What was the seating capacity of the Coliseum? How 
does this compare with the seating capacity of tlie kirgest 
hall in your community? (178) 

Describe the waterworks of Rome. Fron\ what re- 
markable distances was water brought? (ISl) 

Who is regarded as the father of Roman poetry? (195) 

For what was Cicero famous? (201) Which are his 
most noted orations? (205) 

How did Julius Caesar rank as a writer? What was his 
style? (205) 

When did Horace live? How is he regarded in Roman 
literature? (222) 

At what age were Roman girls commonly married? At 
what early age did they l)ecome what we term "old maids"? 
(250). 

Did the Roman girl have anything to do with the choosing 
of a husband? (250) 



Uescribe a liomaii wcddiiii; ccreiuoiiy. (2")1) Wliou did 
the wedding tour oriiiiiiate? (252) 

Describe tlic style of wearing and dressing the liair in 
early Rome. (256) 

What great attention was bestowed upon the com- 
plexion by the Roman ladies? Of wliat were their mirrors 
made? (257) 

Describe the Roman home. How were the rooms ar- 
ranged and how decorated? (257-258) 

Of what did breakfast consist? Luncheon? Dinner? 
(260) 

What places would you wish to visit in Rome to-day. 
and what evidences of the early greatness of the city would 
you expect to see? (Chap. VIII) 

What preparations were made for burial by the Ro- 
mans? (263) Describe their funeral rites. (264) Was 
cremation practiced? (265) 

Descril)e the ^'atican. When did popes first use it as 
their residence? (289) 

What belief was entertained by the early Germans re- 
garding the beginning of the world? (302-303) 

What effect upon the Romans did their luxurious li\-ing 
have in their struggle with the Germans? (313) 

Why was the introduction and spread of Christianity 
so violently opposed by the Romans in authority? (333-334) 

What were some of the cruel and horrible means of 
punishing Christians which were adopted and executed by 
Nero? (334-335) 

What good features can you find in the Mohammedan 
religion" What bad features' (Chap. XII) 



A Few of the Hundreds of Questions Answered in 
Volume I, Medieval and Modern History. 

What is the full meaning of history? (3) 

What period of time is covered by medieval and modern 
history? (5) 

Describe the geographical extent of the Roiian empire 
about 400 A. D. (16) 

Describe the social and political character of this em- 
pire. (16-17) 

Name seven Germanic tribes which o^'erran the western 
})ortion of the empire. (17-20) 

What circumstances and events favored the develop- 
ment of the papal power? (23-24) 

Give an account of Clovis and his work. (19-20) 

How did Charlemagne secure the imperial crown? 
(26-27) 

What was the extent of Charlemagne's empire? (28) 

What did Charles do for education? (30) 

What permanent progress in civilization was mafle by 
Charlemagne? (31-32) 

Why was Louis the Pious crowned the second time; 
what effect did the incident have upon the growth of the 
papal power? (37) 

Why was it necessary to make such a division of land 
as that made at ^"erdun? (42-44 and footnote) 

What were the character and life of the Vikings? (45-48) 

When was the darkest hour of the ^Middle Ages, and 
what caused it? (49) 

Who was the first king of France, and how did he secure 
the title? (50) 

How did RoUo, the Viking, become the founder of 
Normandy? (52) 

How did the German crown become elective? (54-55) 



What was the "Middle Kingdom '"? CJivc it.s origin. 
(43,56-57) 

Name and describe the two earUest races of the I^ritisli 
Isles. (64-66) Why and when did the Romans withdraw 
from Britain? (68-69) 

Why did tlie British invite their enemies, the Jutes, to 
invade the IsUmd? (70) 

What is the origin and meaning of the name England? 
(71)^ 

Name five important achievements of Alfred the (ireat. 
(72) 

Who was Canute? Descril:)e the extent of his empire. 
(74 and map) 

What were the contributions of Augustine and St. Duzi- 
stan, respectively, to English development? (78-79) 

Name the first two English literary geniuses and de- 
scribe their respective works. (80-81) 

Who founded the Holy Roman Empire, and what ter- 
ritory did it comprise? (86-87) 

What condition in the Church called forth the Cluny 
reform movement? (92-93) 

What were the issue and result of the controversy be- 
tween Henry IV and Gregory VII? (94-97) 

What settlement was reached at the Concordat of 
Worms? (98) 

How was the papal power demonstrated by Innocent 
III? (101) 

^lention two important achievements of Rudolf of 
Hapsburg. (109-110) 

In what political condition did the Hohenstaufen line 
leave Germany and Italy? (114-115) 

How was PiUgland saved from the anarchy of feud- 
alism? (121-122) 



For \vh;it oquhalent was homage given, and what per- 
sonal rehition tlid it establish? (122-123) 

Designate four social classes of a feudal family. (12(5) 

How was a feudal army organized? Compare it with a 
modern army. (132) 

How did chivalry affect personal character? (136) 

What conditions caused the decline of chivalry? (140- 
141) 

What influence was exerted upon monasticism by the 
Benedictines? (147-148) 

What monastic reform originated at Cluny? (150-151) 

jNIention two respects in which the Dominicans and 
Franciscans differed from the other orders. (152-156) 

Name three distinct motives which aided in bringing 
on the Crusades. (167) 

How did the first crusaders show an unchristian spirit 
at the capture of Jerusalem? (174-175) 

What were the political results of the First Crusade? 
(175-176) 

Name three orders of knighthood which grew out of 
the Crusades. (177-179) 

Did the Crusades accomplish their intended purpose? 
(lot) Were the Crusades beneficial to Europe? (191- 
194) 

For what was Thomas a Becket murdered? (206) 

What place in the English constitution is occupied by 
jMagna Chart a? (208) 

Name three great battles of the Hundred Years' War 
in France. (211) 

What part did Joan of Arc play in the success of the 
Hundred Years' War? (212-213) 

How was England's first labor war settled? (214-215) 

What v;ere the teachings of John Wycliff, and what was 
the extent of his influence? (215-217) 



What (IcNolopment took place in the IT(mse of Coin- 
inoiis (luriiii;- the Iluiulred Years' War? (217-21S) 

Name a representat'ne I'higiish poet of the eoiiiiiion 
people and one of the upper class, who lived in the four- 
teenth century. (220-222) 

How did Hugh Capet's reign illustrate the evils of 
feudalism? (227-229) 

How was the unity of France furthered under Phili]) 
II? (234 236) 

What did the States-General of France comprise, and 
what power did it have? (241-242) 

How did Charles VII maintain his power as against 
nobles and common people? (249-250) 

What states were united to form modern Spain? (254- 
256 and map) 

Why is the story of the Swiss struggle for freedom espe- 
cially interesting to Americans? (260-262) 

How did the Vikings found the Russian Empire? (265- 
268) 

Compare the Seljuk and Ottoman Turks in the following 
respects: (1) Time of founding empire. (2) Territory 
occupied. (3) Epoch-making influence. (165-167; 268-269) 

Of what did medieval education consist? (276-277) 

What use did the scholastics make of reason? (278) 

Show how the medieval university grew up out of ef- 
forts to increase learning. (285-287) 

How did Petrarch and Boccaccio aid the revival of 
ancient learning? (294-296) 

What part did the Vatican play in the humanistic re- 
vival? (298) 

Would printing have been so useful or so greatly iip- 
l^reciated a century earlier had it been invented then? 
(299-300) 



In what docs the chiof valuo of Dante's Divine Coni- 
etly consist? (3 17-320) 

What English poets have drawn inspiration from the 
Decameron? (324-325) 

What noted king became famous as a troubadour? 
(332-333) 

How did the literature of the Norman-French differ 
from the Provencal? (334-335) 

What was the literary and political effect of Don (Quixote? 
(341)^ 

What use did the medieval church make of the drama? 
(343) 

What are the chief elements of a Gothic cathedral? (351) 

What were the work and influence of Brunelleschi in 
architecture? (353-354) 

In what ways did Michelangelo contribute to the Italian 
Renaissance? (360-362) 

By what paintings is Raphael best known? (368) 

What difficulties attended the carrying on of commerce 
in the early Middle Ages? (376-377) 

Define the political and commercial influence of guilds. 
(380) 

What part was played by the Third Estate in medieval 
life? (381-382) 

What political and economic service was rendered Ger- 
many by the Hanseatic League? (384-387) 

Point out four trade routes by which oriental commerce 
was carried on in medieval times? (387-388 and map) 

To what important discoveries did the investigations 
of Prince Henry the Navigator lead? (391-393) 

What was Columbus' chief incentive to make a voyage 
of discovery? (394) What were the commercial results 
of the discovery of oceanic routes? (401) 



What social changes followed the establishment of com- 
merce? (402-403) 

How was the ancient doctrine of indulgences abused by 
Tetzel? (411-412) 

Against what were Luther's ninety-hve theses directed? 
(415-410) 

What influence had Luther's work on the (jerman 
language? (425) 

How did the peace of Augsburg settle the religious 
question for Germany? (433-434) 

What occasion led to England's adoption of the Ref- 
ormation? (449-452) 

What distinguished service did Ignatius Loyola render 
the religious world? (466-468) 

Show how the crushing of feudalism is illustrated in 
the death of Charles the Bold. (483-484) 

How was the character of Catherine de .Medici shown 
in the massacre of St. Bartholomew? (502-503) 

On what grounds may Henry IV of France be justly 
called the Great? (506-507) 

Why did Richelieu, a Catholic cardinal and statesman, 
support the Protestants in the Thirty Years' War? (517) 

What was the effect of the Wars of the Roses upon 
English royal power? (535) 

Henry VII's foreign influence and diplomatic skill v/ere 
shown by marriage alliances formed. Name them. (538-539) 

On what basis did the Catholics claim the crown of 
England for Mary Queen of Scots? (562) 

Describe the loss sustained by Catholicism in the defeat 
of the Spanish Armada. (568-573) 

Show how the study of Shakespeare is necessary to an 
appreciation of the Elizabethan Age. (586-588) 

Against what claim of Charles I was the Petition of 
Rights directed' (606-607) 



Show liow the Commonwealth in England was l)()th a 
l)()litical and religious trimnpli. (629) 

Why did the Florentine pojjulace seek Savonarola as 
their leader? Why was he condemned? (660-663) 

What were the final steps in the formation of modern 
Spain? (668-671) 

How did the treaty of Westphalia affect Germany? The 
Holy Roman Empire? Sweden? Switzerland, Nether- 
lands and Portugal? (721-722) 

What was the Long Parliament? (613) The Rump 
Parliament? (628) The Barebones Parliament? (Vol. II, 
59-61) 



A Few of the Hundreds of Questions Answered in Volume 
II, Medieval and Modern History. 

What facts justitied the name "Golden Age" for the 
reign of Louis XIV? (11-12) 

Why did the English Commonwealth fail? (71) 

What caused the "Peaceful Revolution"? (108-112) 

How did the l)ill of rights, signed by William III, affect 
the English constitutitm' (121-122) 

Wliat effect had the works of Voltaire, Rousseau and 
other writers of the time upon the stability of French so- 
ciety? (162-166) 

Compare the English cabinet with that of the United 
States. (184-185) How did William Pitt illustrate the 
proverb, "Honesty is the best policy"? (191-193; 194-195) 

For what purpose was the Stamp Act passed? On what 
ground was it resisted? Why was it repealed? (201-205) 

Why is the battle of Saratoga considered the turning 
point of the American Revolution? (213-214) 



What clumges in rclij;i()us and" literury .standards ai'o 
exemplified in John Wesley and David Garrick, ros[)e('- 
fivcly:^ (220-222) 

How did the duchy of Prussia become the Prussian 
kingdom? (235) 

Wliat policy of Peter the Great gave rise to the " l^astcrn 
Question"? (241-242) 

What purpose led Peter the Great to form a coalition 
against Sweden? (244) • 

What was the effect upon Sweden and Russia of the 
war between Charles XII and Peter the Great? (247) 

What did Frederick the Great have at stake in the Seven 
Years' War? The result? (252-253) 

What excuse was offered for the first partition of Poland? 
Who profited l)y it? (255-256) 

How many constitutions did France ha\-e within the 
period of the revolution? (278) 

What was the significance of the fall of the Bastile? 
(281-282) What was the effect of the King's attempted 
flight upon the situation at Paris? (290-291) 

Describe the methods of the Committee of Public 
Safety? (309-311) 

By what step did Napoleon come to be ruler of France? 
(329-330) 

Upon what princii)le did the Congress of Vienna base 
its work? (369-370) 

How did the Napoleonic wars with England lead to the 
American war of 1812? (390) 

Define the romanticism of Burns, Wadsworth and other 
writers of their time. (393-394) 

How was Poland eliminated from the map of Europe? 
^397-399) 

When and how was the Holy Roman l^inj:)ire brought to 
an end? (422-423) 









How were the "rotten boroughs" eliminated from rep- 
resentation in the English Parliament? (445-447) 

What reform in the postal service was adopted in Eng- 
land in 1840? (457-458) 

By what steps did Louis Napoleon become Napoleon 
111? (488-489) 

What was the effect upon Germany and France, re- 
spectively, of the Franco-German war? (504) 

How are the legislative, executive and judicial powders 
of the new German empu'e exercised? (528-532) 

What is the relation of Hungary to the Austro-Hunga- 
rian empire? (549-550) 

HoW' did the Franco-German war aid in the unification 
of Italy? (568) 

How are the legislative, executive and judicial powers 
exercised in united Italy? (568-570) 

What status was given the " luistcrn Question" ])y the 
Congress of Berlin? (582) 

What change was made in South African aft'airs by the 
second Boei war? (614-615) 

In what respects does the \'ictorian Age of literature 
differ from the Elizabethan? (I. 582-588; II, 617-621) 

What was the argument in favor of Chamberlain's tariff 
policy and what was the ground ot the opposition? (626-627) 

What was the effect upon Japan and Russia, respec- 
tively, of the treaty of Portsmouth? (693-694) 



